Summary of Principles in Language Teaching

1. Goals

2. Role of the
teacher/student

3. Teaching/
Learning
Process?

4. Nature of
student/teacher
interaction

Provided by Dr. Bill Flick, Director of ESL at Auburn

AudioGrammarDirect
Silent
Suggestope
Lingual
Translation
Method
Way
dia
Method
Read
Communica Communica SelfEveryday
literature in tion. Think tion.
expressio Comm. Tap
L2.
in L2.
Automaticit n of Ss;
Ss mental
Develop
Direct
y by
independe powers by
mind. Learn association learning
nce from
desuggestin
grammar,
in L2
new habits. T.
g barriers
vocabulary, without
to learning.
and culture. translation.
Traditional. T-centered. T-centered. T as
S must trust
T is the
T directs.
T provides
facilitator, and respect
authority.
model of
resource,
T as
Ss learn
L2 for
provides
authority.
from the T.
imitation.
what Ss
Ss adopt
need.
childlike
roles once
they feel
secure.
Translation. Associate
New
Ss guided Relaxing
Deductive
L2 and
grammar
to
atmosphere
study of
meaning
and
discover
, music,
grammar.
directly in
vocabulary the
activate
Memorize
real context. through
structure
whole brain
vocabulary.
dialogues.
of L2.
+
Use L2
Drills.
Initial
peripheral
only.
Inductive
focus on
learning.
Inductive
grammar.
accurate
Reception
grammar.
Learning is pronuncia then
Syllabus
habit
tion.
activation
based on
formation.
phase.
topics/
situations.
T to S.
Both
T-directed.
T active,
T/S and S/S
initiate
but mostly interaction
interaction. S/S in
silent.
from
Some S/S
drills.
S/S
beginning.
interaction.
interactio
n
encourage
d.

5. How are
students feelings
dealt with?

N.A.

N.A.

N.A.

6. View of
language/
culture?

Literary
language
over spoken
language.

Spoken
language
over
written.

Language
as system
of
patterns/uni
ts.
Simple to
complex.

7. What language
skills are
emphasized?

Vocabulary/
grammar.
Reading/wri
ting.

Vocabulary
over
grammar.
Focus on
communica
tion.

Structure
important.
Listenspeak-readwrite.

8. Role of the
native language?

L1 in
classroom.
Two-way
translation.

Not used.

L1 habits
interfere
with L2.
Avoid L1.

9. How does
evaluation occur?

Written
translations.
Apply
grammar
rules.

Use of
language
(interview).

Discrete
point
testing for
accuracy.

10. Treatment of
errors?

T supplies
correct
answer.

Selfcorrection.

Avoid
errors by
overlearnin
g.

11. Associated with

whom?

Moses

Francois
Gouin,
Charles
Berlitz

Charles
Fries

Community
Language Learning

Positive
feelings
encourage
d, also
S/S
cooperatio
n.
Language
expresses
the spirit
of a
culture.

Focus on
confidence
and sense
of security
via
suggestions
.
Communic
ation as a
2-phase
process:
language +
extralinguistic
factors.
Pronuncia Vocabulary.
tion &
Explicit but
intonation minimal
.
grammar.
Structure. Language
Oral
use over
before
linguistic
written.
form.
Used to
L1 used in
form
translation
sounds in of
L2 and for dialogues.
feedback. As course
Otherwise proceeds,
not used.
L1 reduced.
Continuou In-class
s
performanc
observatio e.
n. Ss
develop
their own
criteria.
SelfNo overt
correction correction
; peer
Modelled
correction correctly.
.
Caleb
Georgi
Gattegno
Lozanov

Total Physical
Response

Natural Approach

Communic
Language Te

1. Goals

Communication.
Promote
nondefensive
learning.

2. Role of the teacher/student?

Counselor/client. As
S assumes more
responsibility,
becomes
independent of T.
Security, aggression,
attention, reflection,
retention,
discrimination. Ss
initiate speech in L1,
T supplies L2.

3. Teaching/
Learning Process

4. Nature of
interaction?

student/teacher

5. How are
dealt with?

students feelings

6. View of language/
culture?

7. What skills are emphasized?

8. Role of L1?

9. How does
occur?

Changes over time.

Importance placed
on cooperative
relationship between
T/S and S/S.
S viewed as whole
person, no separation
of intellect and
feelings. T
"understands Ss.
Language for
developing critical
thinking. Culture
integrated with
language.
Ss determine
syllabus by what
they what to say.

Used in the
beginning, less in
later stages.
evaluation

Integrative tests.
Self-evaluation.

Communication.
Learning L1=
learning L2.

Communicative
competence. Facilitate
acquisition by
providing
comprehensible input
(i+1).
Director. T provides T as facilitator. Primary
model of L2 for
responsibility is with S.
imitation. Later role
reversal.
Comprehension
before production.
Modelling by T
followed by
performance.
T speaks, Ss
respond
nonverbally. Later,
Ss verbalize.

Communicatio
social context.
Appropriacy.
Functional
competence.

Facilitator. Ma
of learning act
Promotes
communication
among Ss.
Comprehension before Ss learn to
production. Developing communicate b
model approximates L2 negotiating me
(L1, . . . L2). Gradual
in real context.
emergence of speech.
Activities inclu
Task oriented.
information ga
choice, feedba
S-centered. Both
T arranges task
initiate interaction. S/S communication
interaction in pair and
interaction.
small group activities.

Ss have fun in a
nonstressful
situation.

Affective factors over

cognitive factors.
Optimal learner has
low affective filter.

Ss are motivate
learn thru usef
of language fu

Spoken over
written.

Language as a tool for

communication.
Language function
over linguistic form.

Language in so
context, for
communication

Grammar and
vocabulary
(initially via
imperatives).
Comprehension
precedes
production.
Not used.

Vocabulary over
grammar. Function
over form.
Comprehensione
earlyproductions
speech emergence.

Function over
Discourse and
sociolinguistic
competence +
skills.

L1 can be used in
preproduction
(comprehension)
activities.
Communicative
effectiveness. Fluency
over accuracy. Task
oriented.

Generally not u

By observation.

Communicativ
Fluency and ac

10. Treatment of errors?

Nonthreatening.
Correction by
modelling.

Unobtrusive
correction.

No error correction
unless errors interfere
with communication.

No error correc
unless errors in
with communi

11. Associated with whom?

Charles Curran

James Asher

Tracy Terrell, Stephen

Krashen

Various.

Based on
Diane Larsen-Freeman, Techniques and Principles in Language Teaching (1986),
Alice Omaggio Hadley, Teaching Language in Context (1993),
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy (1994).
The source:
http://www.auburn.edu/~nunnath/engl6240/principl.html